초등학교 무용 교사의 상호소통방식과 학생의 수업참여 간의 관계 : 자기결정동기의 매개효과

다국어 초록 (Multilingual Abstract)

This study aimed to examine the mediating effect of self-determined motivation on the relationship between the communication style of elementary dance teachers and students’ class participation. Data were collected from elementary school students (n=316) participating in dance classes in Seoul using a cross-sectional design. Statistical analyses including frequency analysis, descriptive statistics, confirmatory factor analysis, reliability analysis and correlation analysis were performed using SPSS and AMOS 21.0. To test the research hypothesis, bootstrap analysis using the PROCESS Macro program was conducted. As a result of the study, firstly the autonomy-supportive communication style of dance teachers was found to have a positive static effect on autonomous motivation while having a negative effect on controlled motivation. In addition, the controlling communication style was found to have a positive static effect only on controlled motivation. Second, both autonomy-supportive and controlling communication styles of dance teachers were found to have a positive static effect on students’ class participation. finally, it was confirmed that there is a mediating effect of autonomous motivation in the relationship between autonomy-supportive communication style and class participation. These results suggest that the autonomy-supportive communication style of elementary dance teachers can not only serve as a starting point for students’ class participation, but also enhance and develop students’ self-determined motivation leading to more active engagement in the classroom.

목차 (Table of Contents)

• Abstract
• Ⅰ. 서론
• Ⅱ. 연구방법
• Ⅲ. 결과
• Ⅳ. 논의
• Ⅴ. 결론 및 제언
• 참고문헌